dge; the building of great
cathedrals had a tendency to develop architecture, and the contact with
Oriental learning developed art. These phases tended to assist the
mind in the attempt to free itself from bondage.

_The Extension of Commerce Hastened Progress_.--But more especially
were men's ideas enlarged and their needs supplied by the widening
reach of commerce. Through its exchanges it distributed the
food-supply, and thus not only preserved thousands from want but
furnished leisure for others to study. It had a tendency to distribute
the luxuries of manufactured {363} articles, and to quicken the
activity of the mind by giving exchange of ideas. Little by little the
mariners, plying their trade, pushed farther and farther into unknown
seas, and at last brought the products of every clime in exchange for
those of Europe.

The manner in which commerce developed the cities of Italy and of the
north has already been referred to. Through this development the
foundations of local government were laid. The manner in which it
broke down the feudal system after receiving the quickening impulse of
the crusades has also been dealt with. In addition to its influence in
these changes, it brought about an increased circulation of
money--which also struck at the root of feudalism, in destroying the
mediaeval manor and serfdom, for men could buy their freedom from
serfdom with money--which also made taxation possible; and the
possibility of taxation had a vast deal to do with the building up of
new nations and stimulating national life. Moreover, as a distributer
of habits and customs, commerce developed uniformity of political and
social life and made for national solidarity.

SUBJECTS FOR FURTHER STUDY

1. What is meant by Renaissance, Revival of Learning, Revival of
Progress and Humanism, as applied to the mediaeval period?

2. The causes of the Revival of Progress.

3. The direct influence of humanism.

4. The attitude of the church toward freedom of thought.

5. The scholastic philosophy, its merits and its defects.

6. What did the following persons stand for in human progress: Dante,
Savonarola, Charlemagne, John Scotus Erigena, Thomas Aquinas, Abelard,
William of Occam, Roger Bacon?

7. Rise of universities. How did they differ from modern universities?

[1] _Advancement of Learning_, iv, 5.

[2] See Chapter XXIX.

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CHAPTER XXIII

HUMANISM AND THE REVIVAL OF LEARNING